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A P A R T O F C E N G A G E
Bringing the world to the classroom and the classroom to lifeNGL.CENGAGE.COM/ELT
RE-IMAGINING THE CURRICULUM:Meeting the Grammar Needs of Today’s Students
Keith S. Folse, Ph.D.
University of Central Florida, USA
Dr. Folse is Professor of TESOL at the University of Central Florida, where he has taught in the undergraduate TEFL program, the master’s in TESOL program, and the PhD in TESOL program. He has taught English in the U.S., Japan, Malaysia, Saudi Arabia, and Kuwait. His research has appeared in TESOL Quarterly, TESL Reporter, Language Teacher (JALT), Perspectives (TESOL Arabia), among others. His main research interests are best research-based teaching practices in teaching grammar and vocabulary in ESL. He has done teacher training all over the world and is the author of 67 textbooks, including six books in National Geographic Learning’s Great Writing series as well as three books in the Grammar for Great Writing Series.
About the audience
Where are you located today?
A. North AmericaB. Central AmericaC. South AmericaD. EuropeE. Middle East F. AfricaG. Asia
• Which area are you in?• Which country?
About the audience
How many years have you taught ESL or EFL?
A. 0-3B. 4-7C. 8-10D. 11-15E. 16-20F. 20+
RE-IMAGINING THE CURRICULUM:
Meeting the Grammar Needs of Today’s Students
RE-IMAGINING THE CURRICULUM:
Meeting the Grammar NEEDs of Today’s Students
RE-IMAGINING THE CURRICULUM:
Meeting the Grammar NEEDs of Today’s Students
Consider these 2 questions:
1. What grammar do students need?
NOT:2. What grammar do teachers think students need?
My Experiences with Grammar:
Teaching English:• ESL in the US in intensive English programs• EFL in Saudi Arabia, Malaysia, Japan, Kuwait
Studying Foreign Languages:• French in high school and university• Spanish in high school and on my own• Arabic with a tutor in Saudi Arabia• Malay by watching TV with subtitles in Malaysia• Japanese in an intensive Japanese program • German in the US and in an intensive course in Malaysia• Lots of self study
Approaches:• Direct grammar, Indirect Grammar, Speaking, Writing
We know that grammar is important in mastering a new language. Teachers agree. Learners agree. As a result, the curriculum of most programs talks specifically about grammar that their students will study in their courses.
How does your program teach grammar? Perhaps you use a book specifically for grammar, or maybe you use a book with grammar integrated throughout. However, a very important question for teachers to consider in 2017 is which grammar we are teaching. Are we teaching grammar that our students need? Or are we teaching grammar because it is what we learned many years ago.
In today’s talk, we will look at the grammar needs of today’s students as we consider: (1) verb tenses in academic writing, (2) verb tenses in conversational English, and (3) vocabulary + grammar (the specific vocabulary connected with one grammar focus, modals). We will look at actual examples from student writing and spoken English as well as teaching materials that reflect this new information. In 2017, it is time for all of us TESOL educators to really put our learners’ true English needs at the forefront.
We know that grammar is important in mastering a new language. Teachers agree. Learners agree. As a result, the curriculum of most programs talks specifically about grammar that their students will study in their courses.
How does your program teach grammar? Perhaps you use a book specifically for grammar, or maybe you use a book with grammar integrated throughout. However, a very important question for teachers to consider in 2017 is which grammar we are teaching. Are we teaching grammar that our students need? Or are we teaching grammar because it is what we learned many years ago.
In today’s talk, we will look at the grammar needs of today’s students as we consider: (1) verb tenses in academic writing, (2) verb tenses in conversational English, and (3) vocabulary + grammar (the specific vocabulary connected with one grammar focus, modals). We will look at actual examples from student writing and spoken English as well as teaching materials that reflect this new information. In 2017, it is time for all of us TESOL educators to really put our learners’ true English needs at the forefront.
We know that grammar is important in mastering a new language. Teachers agree. Learners agree. As a result, the curriculum of most programs talks specifically about grammar that their students will study in their courses.
How does your program teach grammar? Perhaps you use a book specifically for grammar, or maybe you use a book with grammar integrated throughout. However, a very important question for teachers to consider in 2017 is which grammar we are teaching. Are we teaching grammar that our students need? Or are we teaching grammar because it is what we learned many years ago.
In today’s talk, we will look at the grammar needs of today’s students as we consider:
(1) verb tenses in academic writing, (2) verb tenses in conversational English, and (3) vocabulary + grammar (the specific vocabulary connected with
one grammar focus, MODALS).
We will look at actual examples from student writing and spoken English as well as teaching materials that reflect this new information. In 2017, it is time for all of us TESOL educators to really put our learners’ true English needs at the forefront.
Verb Tenses in Academic Writing
simple present ___ present progressive ___
simple past ___ past progressive ___
simple future ___ future progressive ___
present perfect ___ pres perf prog ___
past perfect ___ past perf prog ___
future perfect ___ future perf prog ___
modals ___ imperative ___
past modals ___12
POLL: If you can teach and practice only 5, WHICH 5 would YOU choose?
In your program, which came first?
a. The curriculum b. Your textbook
Which SHOULD come first? WHY?
13
A REAL Needs Analysis
Which of these do we need? Which are not needed?
simple present ___ present progressive ___
simple past ___ past progressive ___
simple future ___ future progressive ___
present perfect ___ pres perf prog ___
past perfect ___ past perf prog ___
future perfect ___ future perf prog ___
modals ___ imperative ___
past modals ___14
#1. Verb Tenses in Academic Writing
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
Frequency of Verb Tenses in College NW (English Comp)
an original corpus of UNIV STUDENT WRITING
31 research papers written by undergraduate students
ENGLISH size: 103,181 words
papers varied in length from 1,964 words to 6,676 words
15
#1. Verb Tenses in Academic Writing
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
Frequency of Verb Tenses in College NW (English Comp)
simple present ___ % present progressive ___ %
simple past ___ % past progressive ___ %
simple future ___ % future progressive ___ %
present perfect ___ % pres perf prog ___ %
past perfect ___ % past perf prog ___ %
future perfect ___ % future perf prog ___ %
modals ___ % imperative ___ %
past modals ___ % 16
#1. Verb Tenses in Academic Writing
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
Frequency of Verb Tenses in College NW (English Comp)
simple present 50% present progressive 2%
simple past 29% past progressive 1%
simple future 2% future progressive
present perfect 5% pres perf prog
past perfect 1% past perf prog
future perfect future perf prog
modals 10% imperative
past modals 17
#1. Verb Tenses in Academic Writing
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
Frequency of Verb Tenses in College NW (English Comp)
simple present 50% present progressive 2%
simple past 29% past progressive 1%
simple future 2% future progressive
present perfect 5% pres perf prog
past perfect 1% past perf prog
future perfect future perf prog
modals 10% imperative
past modals 18
#1. Verb Tenses in Academic Writing
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
Frequency of Verb Tenses in College NW (English Comp)
simple present 50% present progressive 2%
simple past 29%
simple future 2%
present perfect 5%
modals 10%
19
#1. Verb Tenses in Academic Writing
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
Frequency of Verb Tenses in College NW (English Comp)
simple present 50%
simple past 29%
modals 10%
present perfect 5%
simple future 2%
present progressive 2%
20
VERB TENSES#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
Frequency of Verb Tenses in College NW (HISTORY)
an original corpus of UNIV STUDENT WRITING
130 assignments written by undergraduate students
HISTORY size: 101,713 words
(Included two papers from each of the 65 students)
21
#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
Frequency of Verb Tenses in College NW (HISTORY)
simple present ___ % present progressive ___ %
simple past ___ % past progressive ___ %
simple future ___ % future progressive ___ %
present perfect ___ % pres perf prog ___ %
past perfect ___ % past perf prog ___ %
future perfect ___ % future perf prog ___ %
modals ___ % imperative ___ %
past modals ___ % 22
#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
1. ??? simple present 50%
2. ??? simple past 29%
3. ??? modals 10%
------- 89% -------present perfect 5%
simple future 2%
present progressive 2%
23
POLL: What are the top 3 tenses for HISTORY?
Bushra Qahtani, THESISUniv of Central Florida 2017
Frequency of Verb Tenses in College NW (HISTORY)
simple present ___ % present progressive ___ %
simple past ___ % past progressive ___ %
simple future ___ % future progressive ___ %
present perfect ___ % pres perf prog ___ %
past perfect ___ % past perf prog ___ %
future perfect ___ % future perf prog ___ %
modals ___ % imperative ___ %
past modals ___ % 24
#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
Frequency of Verb Tenses in College NW (HISTORY)
simple present 39% present progressive 1%
simple past 44% past progressive 1%
simple future 1% future progressive
present perfect 1% pres perf prog
past perfect 2% past perf prog
future perfect future perf prog
modals 9% imperative
past modals 2%* 25
VERB TENSES#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
Frequency of Verb Tenses in College NW (HISTORY)
simple present 39% present progressive 1%
simple past 44% past progressive 1%
simple future 1% future progressive
present perfect 1% pres perf prog
past perfect 2% past perf prog
future perfect future perf prog
modals 9% imperative
past modals 2%*26
VERB TENSES#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
Frequency of Verb Tenses in College NW (HISTORY)
simple present 39%
simple past 44%
past perfect 2%
modals 9%
past modals 2%* 27
#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
Frequency of Verb Tenses in College NW (HISTORY)
simple past 44%
simple present 39%
modals 9%
past perfect 2%
past modals 2%*
28
#1. Verb Tenses in Academic Writing
Bushra Qahtani, THESISUniv of Central Florida 2017
HISTORY
Uthman Al-Zuhairy, THESISUniv of Central Florida 2016
ENGLISHsimple past 44% simple present 50%
simple present 39% simple past 29%
modals 9% modals 10%
------- 92% ------- ------- 89% -------past perfect 2% present perfect 5%
past modals 2%* simple future 2%present progressive 2%
29
#1. Verb Tenses in Academic Writing
30
#2. Verb Tenses in Spoken English
• Now we move to SPOKEN ENGLISH.• Are verb tenses DIFFERENT? Or SIMILAR? HOW?• Finding a suitable corpus is difficult.
• So what do you predict we will discover about verb tenses in spoken English (compared to the essay writing we just looked at)?
• Let’s consider the TV show “Friends” as our corpus
POLL: Predict the top 5 tenses for “Friends”
Frequency of Verb Tenses in Conversation (FRIENDS)
simple present ___ % present progressive ___ %
simple past ___ % past progressive ___ %
simple future ___ % future progressive ___ %
present perfect ___ % pres perf prog ___ %
past perfect ___ % past perf prog ___ %
future perfect ___ % future perf prog ___ %
modals ___ % imperative ___ %
past modals ___ % 31
#2. Verb Tenses in Academic Writing
POLL: ANSWERS for the top 5 tenses for “Friends”
Frequency of Verb Tenses in Conversation (FRIENDS)
simple present 50 % present progressive 6 %
simple past 13 % past progressive 2 %
simple future 6 % future progressive ___ %
present perfect 2 % pres perf prog ___ %
past perfect ___ % past perf prog ___ %
future perfect ___ % future perf prog ___ %
modals 11 % imperative 9 %
past modals ___ % 32
#2. Verb Tenses in Academic Writing
POLL: ANSWERS for the top 5 tenses for “Friends”
Frequency of Verb Tenses in Conversation (FRIENDS)
simple present 50 % present progressive 6 %
simple past 13 % past progressive 2 %
simple future 6 % future progressive ___ %
present perfect 2 % pres perf prog ___ %
past perfect ___ % past perf prog ___ %
future perfect ___ % future perf prog ___ %
modals 11 % imperative 9 %
past modals ___ % 33
#2. Verb Tenses in Academic Writing
POLL: ANSWERS for the top 5 tenses for “Friends”
Frequency of Verb Tenses in Conversation (FRIENDS)
simple present 50 % present progressive 6 %
simple past 13 % past progressive 2 %
simple future 6 %
present perfect 2 %
modals 11 % imperative 9 %
34
#2. Verb Tenses in Academic Writing
POLL: ANSWERS for the top 5 tenses for “Friends”
Frequency of Verb Tenses in Conversation (FRIENDS)
simple present 50 %
simple past 13 %
modals 11 %
imperative 9 %
simple future 6 %
present progressive 6 %
present perfect 2 %
past progressive 2 % 35
#2. Verb Tenses in Academic Writing
36
#2. Verb Tenses in Academic Writing
ENGLISH (written)
HISTORY (written)
Friends (spoken)
simple present 50 % simple past 44 % simple present 50 %
simple past 29 % simple present 39 % simple past 13 %
modals 10 % modals 9 % modals 11 %
present perfect 5 % past perfect 2 % imperative 9 %
simple future 2 % past modals 2 %* simple future 6 %
present progressive 2 % present progressive 6 %
present perfect 2 %
past progressive 2 %
37
#3. Grammar + Vocabulary
Traditional View:
Grammar and vocabulary are separate linguistic creatures
More Recent Findings
Certain lexical/vocabulary items tend to co-occur with certain grammar points
38
#3. Grammar + Vocabulary
Example of Connection between Grammar and Vocabulary
Grammar:HOW MANY is used with COUNT NOUNS
Vocabulary:What do YOU think are 8 nouns that are common collocations for “HOW MANY”?
1. ____________2. ____________3. ____________4. ____________
5. ____________6. ____________7. ____________8. ____________
39
#3. Grammar + Vocabulary
Example of Connection between Grammar and Vocabulary
Grammar:HOW MANY is used with COUNT NOUNS
Vocabulary:
1. people 2. times 3. years4. hours
5. children 6. kids 7. women 8. days
What can you tell me about …
M O D A L SToday we learned thatmodals are very important:
• 10% of written academic• 11% of spoken conversation• 3rd behind present and past tenses• More common than 10 of the 12 tenses
3 TASKSfromGrammar for Great Writing
BOOK AUnit 10: “WRITING with MODALS”
Task 1: Common Uses of Grammar
Look at p. 125: Common Uses
# 8# 9
# 10Not the usual way to talk about MODALS
42
43
Using Modals, p. 125
Using Modals, p. 125
44
Using Modals, p. 125
45
Using Modals, p. 125
46
Task 2a: Language / Vocabulary
Look at p. 123: Activity 1
How is the language in this exercise different from what is in your (usual) grammar books?
47
Task 2a: Language/Vocabulary, p. 123
48
Task 2a: Language/Vocabulary, p. 123
49
Task 2a: Language/Vocabulary, p. 123
50
Task 2b: Academic Vocabulary
Look at p. 129: Activity 5:
Can you think of how to connect grammar and vocabulary?
Lexico-grammar: Grammar that occurs with certain vocabulary. These combinations are NOT ACCIDENTAL!
COCA: Corpus of Contemporary American English
51
Task 2b: Academic Vocabulary, p. 129
52
Task 2b: Academic Vocabulary, p. 129
53
Task 2b: Academic Vocabulary, p. 129
54
Task 2b: Academic Vocabulary, p. 129
55
Task 2b: Academic Vocabulary, p. 129
56
Task 3: Controlled Composing in Steps
Look at p. 132: Activity 8
• Editing to IMPROVE, not just CORRECT. (What does this mean? Why is it important?)
Students work individually; then check in groups.
10 steps: mostly controlled, some offer more leeway
57
Task 3: Steps to Composing, p. 132
58
Task 3: Steps to Composing, p. 132
59
Task 3: Steps to Composing, p. 132
60
Task 3: Steps to Composing, p. 132
61
Task 3: Steps to Composing, p. 132
62
Task 3: Steps to Composing, p. 132
63
Grammar for Great Writing
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